Earners of the LT Badge Template - Level1 badge have demonstrated the technical skills to create a meaningful, robust badge as well as the pedagogical knowledge to create an assessment to that badge. This badge is one in a set of badges offered by UITS Learning Technologies in collaboration with university teaching centers to recognize instructors' learning and implementation of evidence-based, active learning strategies.
To earn this badge, the recipient: * Correctly answered recall-level multiple choice questions about Canvas tool functions. * Populated their grade book with Assignments. * (other stuff)
## Step 1: Attend a qualified workshop, webinar, or other direct instruction event. * Find and register for events here: https://ctl.indianapolis.iu.edu/Workshops-Events/Events/ ## Step 2: Enroll in the associated Canvas course: * https://iu.instructure.com/enroll/JNMJWW ## Step 3: Submit the required activities in the course. * Detailed directions and all necessary resources are in the assignment guidance. ## Step 4: Watch your IU email for a message from the badge certifier (1-5 business days). * The message will include feedback on your submissions and follow-up on earning the badge.
Earners of the Active Learning with Video - Level1 badge have demonstrated the technical skills to create an interactive, educational video, as well as the pedagogical knowledge to create an implementation plan for using interactive video in one of their courses, based on effective instructional design principles. This badge is one in a set of badges offered by UITS Learning Technologies in collaboration with university teaching centers to recognize instructors' learning and implementation of evidence-based, active learning strategies.
IU 2030 Strategic Plan - Student Success and Opportunity
IU will ensure the long-term success of all students by providing the highest quality of education through a rich, diverse, and engaging environment.
Quality Matters - Higher Education Standards, 7th ed.
Utilizing video engagement could help a course meet the following QM review standards: 5.1 The learning activities help learners achieve the stated objectives. | 5.2 Learning activities provide opportunities for interactions that support active learning. | 6.2 Course tools promote active learning. | 6.3 A variety of technology is used in the course.
Active learning refers to the ability to effectively acquire, utilize, and adapt new knowledge and skills through continuous exploration and experience.
Earners of this badge have successfully: - Attended a 1-2 hour 'active learning with video' workshop or webinar (e.g., "Making video work"). - Created an interactive video that includes auto-graded (e.g., multiple choice) and manually-graded (e.g., discussion) interactions. - Wrote a plan for piloting interactive video in one of their courses that includes a problem statement/rationale, goals, and measures of success.
## Step 1: Register for an 'active learning with video' workshop or webinar. * [Teaching at IU Calendar](https://events.iu.edu/facet) ## Step 2: Enroll in the following Canvas course. * [Active Learning with Video](https://iu.instructure.com/enroll/JNMJWW) ## Step 3: Complete all course activities. * Implementation plan * Reflection on implementation ## Step 4: Log in to My Badges to see this and all other badges you've earned: * [My Badges](https://iu.badgr.com/my-badges )
Earners of the Active Learning with Video - Level 2 badge have demonstrated the technical skills to create and incorporate multiple interactive, educational videos into their course(s) to achieve specific, learning outcomes. Furthermore, earners evaluate the effectiveness of that implementation, and propose data-informed revisions for the next iteration. This badge is one in a set of badges offered by UITS Learning Technologies in collaboration with university teaching centers to recognize instructors' learning and implementation of evidence-based, active learning strategies.
Earners of this badge have successfully: * Attended a 1-2 hour ‘active learning with video’ workshop or webinar (e.g., “Advanced Design with PlayPosit”). * Created a learner-made interactive video assignment. * Wrote a 500-word reflection on piloting interactive video in one of their courses. The reflection included an analysis of student learning, an evaluation of the overall effectiveness, and proposed changes.
Earners of the Canvas Basics - Level 2 badge have demonstrated the technical skills to create and set up a Canvas course site for an in-person class. This badge is one in a set of badges offered by UITS Learning Technologies in collaboration with university teaching centers to recognize instructors' learning and implementation of evidence-based, active learning strategies.
Instructional software refers to digital tools that provide educational content, support learning, and increase student engagement through interactive features and customized resources.
Canvas LMS is an online platform designed for managing courses, sharing resources, and promoting interaction between students and teachers.
Earners of this badge have successfully: - Viewed all pages of the Canvas Basics - Level 2 course: https://iu.instructure.com/enroll/LBRJXY - Created a Canvas course site that includes a syllabus, at least two assignments, modules, a home page, an announcement, and a streamlined course navigation menu. - Graded assignments in SpeedGrader - Verified that all course items are visible to students. - Met with a teaching center consultant to review their work, ask questions, and receive feedback.
## Step 1: Enroll in the following Canvas course: * [Canvas Basics](https://iu.instructure.com/enroll/LBRJXY) ## Step 2: Complete all course activities. ## Step 3: Schedule a meeting with a teaching center consultant to talk about the aforementioned activities. * [Contact your campus teaching and learning center](https://servicenow.iu.edu/kb?id=kb_article_view&sysparm_article=KB0024374) ## Step 4: Log in to My Badges to see this and all other badges you've earned: * [My Badges](https://iu.badgr.com/my-badges )
Teaching with Classroom Response Systems
Teaching with Classroom Response Systems badge image
Earners of the Teaching with Classroom Response Systems - Level 1 badge have demonstrated proficiency in using classroom response systems for in-person sessions, as well as the pedagogical knowledge to align these activities with learning objectives and evaluate their effectiveness afterward. This badge is one in a set of badges offered by UITS Learning Technologies in collaboration with university teaching centers to recognize instructors' learning and implementation of evidence-based, active learning strategies.
Utilizing classroom response systems could help a course meet the following QM review standards: 5.1 The learning activities help learners achieve the stated objectives. | 5.2 Learning activities provide opportunities for interactions that support active learning. | 6.2 Course tools promote active learning. | 6.3 A variety of technology is used in the course.
Instructional Design is the structured creation of learning materials and courses, aiming to improve engagement and learning by organizing content effectively, employing appropriate instruction strategies, and implementing assessment techniques.
Earners of this badge have successfully: - Attended a 1-2 hour 'teaching with classroom response systems' workshop or webinar (e.g., "Interactive Lecturing with Top Hat") or equivalent direct instruction. - Created a detailed plan how and when to leverage Top Hat throughout a class session to meet specific learning outcomes. - Wrote a reflection on their experience implementing Top Hat in one of their class sessions, including analyzing student engagement and learning outcomes, and identifying areas for improvement.
## Step 1: Register for a 'teaching with classroom response systems' workshop or webinar. * [Teaching at IU Calendar](https://events.iu.edu/facet) ## Step 2: Enroll in the following Canvas course. * [Teaching with Classroom Response Systems](https://iu.instructure.com/enroll/TLLB98) ## Step 3: Complete all course activities. * Implementation plan * Reflection on implementation ## Step 4: Log in to My Badges to see this and all other badges you've earned: * [My Badges](https://iu.badgr.com/my-badges )
Earners of the Canvas Basics - Level 1 badge have demonstrated basic knowledge in navigating and using the tools in Canvas. This badge is one in a set of badges offered by UITS Learning Technologies in collaboration with university teaching centers to recognize instructors' learning and implementation of evidence-based, active learning strategies.
Earners of this badge have successfully - Correctly answered approximately 16 recall-level multiple choice questions regarding the basic functions, navigation, and nomenclature of Canvas tools.
IT Security Basics at Indiana University
Earners of the IT Security Basics at Indiana University badge have demonstrated knowledge of IT security skills, habits, and tools to keep themselves and their data safe online. Estimated completion time: 30 minutes - 1 hour.
IT security involves safeguarding computer systems and networks from unauthorized access, damage, theft, or disruption, focusing on maintaining data confidentiality, integrity, and availability.
Earners of this badge have: - Viewed all pages of the Canvas course IT Security Basics at Indiana University. - Successfully passed the course's final exam with a score of 80% (16 points) or higher.
Earners of the Basic Video Editing with Premiere Pro badge have demonstrated knowledge of the Premiere Pro workspace and primary tools to import, cut, add titles and transitions, and export a completed project. Estimated completion time: 1.5 - 2.5 hours.
Video editing applications are software tools used for manipulating and enhancing video footage to create polished, professional-quality visual content for various multimedia outputs.
Earners of this badge have successfully passed the final course assessment with a score of 80% or higher from approximately 20 auto-graded questions, including: - Identifying key areas and tools in the Premiere Pro work space. - Recognizing the tools and techniques for adjusting clips' duration. - Applying different editing workflows based on the context and desired outcomes. - Recognizing how to add and modify titles in a video. - Ordering the steps to export a video sequence.
## Step 1: Enroll in the following Canvas course: * [Basic Video Editing with Premiere Pro](https://iu.instructure.com/enroll/NT3K69) ## Step 2: Complete all course activities, including the qualifying final assessment. * Detailed directions and all necessary resources are available in the course. * You must score at least 80% on the final assessment to earn this badge. ## Step 3: Log in to My Badges to see this and all other badges you've earned: * [My Badges](https://iu.badgr.com/my-badges )
Basic Video Post-Production in Premiere Pro
Building from Basic Video Editing in Premiere Pro, earners of Basic Video Post-Production badge have demonstrated knowledge of the finishing tools for a video, such creating robust titles, refining audio clips, and combining multiple sequences. Estimated completion time: 1.5 - 2.5 hours.
Earners of this badge have successfully passed the final course assessment with a score of 80% or higher from approximately 15 auto-graded questions on the following topics: * Creating, editing, and combining sequences * Adding still images to a sequence * Creating and editing titles * Adjusting audio
## Step 1: Enroll in the following Canvas course: * [Basic Video Post-Production]( https://iu.instructure.com/enroll/ADD9L9) ## Step 2: Complete all course activities, including the qualifying final assessment. * Detailed directions and all necessary resources are available in the course. * You must score at least 80% on the final assessment to earn this badge. ## Step 3: Log in to My Badges to see this and all other badges you've earned: * [My Badges](https://iu.badgr.com/my-badges )
Spreadsheets: Using the VLOOKUP Function
Earners of this badge have used VLOOKUP in Microsoft Excel or Google Sheets to search for and compare data across individual and multiple worksheets. In addition, earners recognized real-life situations where VLOOKUP functions could be used to save time and increase accuracy in spreadsheets. Estimated completion time: 1-2 hours.
Excel Formulas are built-in functions in Microsoft Excel that calculate, manipulate, and update data in spreadsheets when content changes.
Spreadsheets are digital tools that organize, analyze, and store data in tables with cells, enabling calculations, information visualization, and manipulation of numbers.
Earners of this badge have: - Correctly written multiple VLOOKUP formulas to solve specific problems. - Analyzed scenarios to match formulas to desired outcomes. - Successfully passed the final exam for the course with a score of 80% (8 points) or higher.
Learning Analytics for Student Success badge image
Earners have demonstrated proficiency in using learning analytics to provide targeted support to students about behaviors and resources that will help them be successful in their course. This badge is one in a set of badges offered by UITS Learning Technologies in collaboration with university teaching centers to recognize instructors' learning and implementation of evidence-based teaching strategies.
Learning analytics entails the analysis of data about students and their learning contexts, facilitating comprehension and improvement of learning experiences and settings.
Earners of this badge have successfully: * Attended a 1-2 hour ‘Canvas analytics for student success’ workshop, webinar, or equivalent direct instruction. * Composed an analytics-informed student support message using evidence-based approaches. * Created a detailed plan how and when to they will use Canvas analytics to distribute targeted student-support messages at key times during the semester. * Wrote a reflection on their experience and the results on student behavior.
## Step 1: Attend a qualified workshop, webinar, or other direct instruction event. * Find and register for events here: https://ctl.indianapolis.iu.edu/Workshops-Events/Events/ ## Step 2: Enroll in the associated Canvas course. * Provided at the workshop, above. ## Step 3: Submit the required activities in the course. * Detailed directions and all necessary resources are in the assignment guidance. ## Step 4: Watch your IU email for a message from the badge certifier (1-5 business days). * The message will include feedback on your submissions and follow-up on earning the badge. ## Step 5: Log in to My Badges to see this and all other badges you've earned: * [My Badges](https://iu.badgr.com/my-badges )
This Digital Literacy Innovator badge is earned through successful completion of the Digital Gardener Faculty Fellows Programs, a semester-long professional development program at Indiana University designed to help faculty integrate digital ways of knowing, doing, and making into their curricula and their work with students.
Completing the Digital Gardener Faculty Fellows Program includes the following requirements: - Attending at least 5 of 7 required faculty developments sessions. - Developing a wide range of digital literacy/digital creativity skills by attending at least 5 of 7 optional faculty development sessions. - Creating a sharable curriculum asset focused on integrating digital literacy into the curriculum and writing a reflection on the value of that asset. - Creating a professional development statement that articulates the value of the DGFF program in the faculty member’s professional development. - Participating in one Cultivator group to extend the impact of digital literacy beyond one’s own individual work with students.
This badge is awarded to graduates of the Digital Gardener Faculty Fellows program who serve the program as a Faculty Mentor in one or more semesters following completing the program. Mentor faculty co-lead program sessions, create content/resources for the program, share examples of how they implement digital literacy in their classes, offer feedback on current faculty fellows' work, and support the overall development of the DG Faculty Fellows community
To receive this badge, recipients must (a) be a graduate of the Digital Gardener Faculty Fellows program (e.g., earn the Digital Literacy Innovator badge) and (b) serve the program as a Faculty Mentor in one or more semesters following completing the program. Mentor faculty co-lead program sessions, create content/resources for the program, share examples of how they implement digital literacy in their classes, offer feedback on current faculty fellows’ work, and support the overall development of the DG Faculty Fellows community.
This badge is awarded to Digital Gardener Faculty Fellows who successfully implement a Cultivator Group project that has notable and/or extended impact. These projects range from creating new department courses to building an audio/video recording studio, from creating a podcast to implementing a digital literacy project at scale.
To earn this badge, recipients must help in the successful implementation of a Cultivator Group project from the Digital Gardener Faculty Fellows program. These projects, collaborative at the core, are designed to extend the impact of digital literacy beyond one individual’s work with students and instead have a broader impact on curriculum, campus, and/or culture.
The DGI AI/Generative AI faculty development series is a program at Indiana University focused on helping faculty become more adept at working pedagogically with AI and Generative AI. This badge is issued to participants who successfully complete the requirements of the program.
The DGI AI/GenAI faculty development program features a set of webinars and online workshops designed to improve AI and Generative AI literacies across Indiana University. It is a virtual, professional development series consisting of nine total events (4 webinars, 4 workshops, and 1 speed encounter) intended to familiarize participants with basic practices and considerations of AI/Gen AI; develop creative confidence using various AI/Gen AI for personal, professional, and pedagogical purposes; and explore critical issues in AI/Gen AI through conversations with colleagues / collaborators.
Matching learning outcomes to assessments consider the impact of GenAI: from bluebooks to AI support.
Earners of the Ethical Issues and Limitations digital badge have demonstrated knowledge of GenAI’s ethical challenges, including academic honesty, bias, privacy concerns, responsible use, and other issues. This badge signifies an understanding of the limitations of AI-generated content and the importance of applying ethical principles when engaging with GenAI tools in academic and professional settings.
Generative AI refers to algorithms that generate novel, varied, and realistic content by learning from extensive data sets, encompassing text, images, and audio.
Artificial intelligence refers to the development of computer systems that can perform tasks typically requiring human-like intelligence, including learning, problem-solving, and decision-making.
Digital Ethics refers to the moral principles that govern behavior in online spaces, encompassing issues such as privacy, data security, inclusivity, and responsible use of technology.
**Earned a score of at least 80% on a knowledge check quiz assessing ethical, privacy, and social implications of GenAI technology**, including the following: - Defining academic honesty and ethical GenAI usage in educational settings, recognizing when and how AI can be used responsibly for learning and research. - Recognizing the difference between misinformation and disinformation, and how GenAI may generate or perpetuate false or misleading information. - Identifying sources of bias and potential harmful effects of GenAI, exploring how training data, model limitations, and societal factors contribute to biased outputs. - Evaluating the various social costs of AI model training and use, considering sustainability and ethical concerns.
Part of the IU GenAI Essential Skills Course
This badge is part of the ["GenAI Essential Skills" course](https://expand.iu.edu/browse/learningtech/courses/genai-essential-skills), a project developed and supported by the [Learning Technologies division](https://uits.iu.edu/about/org-structure/learning-technologies/index.html) of University Information Technology Services at Indiana University.
Earners of the Basics of Prompt Engineering digital badge have demonstrated knowledge of effective GenAI prompting strategies, including the CORE (Context, Output, Role, Examples) principles. They understand how to structure prompts to guide GenAI tools toward producing accurate and relevant responses, as well as how to refine AI-generated content through iteration.
Prompt Engineering refers to the process of crafting and refining input prompts for AI language models, aiming to improve their performance and output relevance in various use cases.
**Earned a score of at least 80% on a knowledge check quiz assessing GenAI prompt engineering principles and best practices**, including the following: - Identifying the key elements of effective AI prompts, including specificity, structure, and role definition. - Recognizing best practices for refining and iterating on AI-generated text and images to improve accuracy and relevance. - Evaluating AI-generated responses to determine when and how further refinement is needed.
Earners of the Studying & Learning with GenAI digital badge have demonstrated knowledge of how GenAI can be used as a learning aid while maintaining ethical academic practices. This badge signifies an understanding of effective study techniques, such as retrieval practice, and how AI can support—but not replace—active learning. Earners can identify appropriate AI-assisted study methods, recognize the risks of relying on AI-generated information, and apply verification strategies to assess content quality.
Learning and development strategy entails designing and implementing training programs to boost employee abilities, promote career advancement, and achieve corporate goals via focused learning activities.
**Earned a score of at least 80% on a knowledge check quiz assessing AI-assisted studying and learning strategies**, including the following: - Identifying different ways in which generative AI can be used to aid in various evidence-supported studying and learning tasks and what tools and prompts can be used to enhance academic performance. - Using GenAI tools to generate summaries, provide alternative explanations, and create study resources that will help to identify and explain key concepts. - Generating and interacting with GenAI-driven role-playing scenarios and virtual tutors to apply concepts in course material to relevant contexts. - Evaluating the truthfulness of GenAI output and applying strategies to help ensure GenAI tutoring sessions provide the most relevant and accurate output.
Information Literacy in the Age of GenAI
Earners of the Information Literacy in the Age of GenAI digital badge have demonstrated knowledge of how information is created, shared, and verified in the digital age, especially related to the role of GenAI tools in the information ecosystem. This badge signifies an understanding of the principles of evaluating source credibility, identifying potential inaccuracies, and verifying citations using academic and online resources. Earners have shown knowledge of key verification strategies, such as the SIFT method, lateral reading, and advanced search techniques, and understand the limitations and biases of GenAI-generated content.
Information literacy refers to the capability to locate, assess, utilize, and convey information across various forms, which is crucial for decision-making and problem-solving in today's knowledge-based economy.
Fact Checking entails the rigorous verification of data through trustworthy sources to guarantee the correctness and legitimacy of material in various forms of media.
**Earned a score of at least 80% on a knowledge check quiz assessing core concepts in information literacy**, including the following: - Identifying key features of the digital information ecosystem, including how information is created, shared, and influenced by different platforms. - Differentiating between reliable and unreliable sources by evaluating credibility, fact-checking claims, and recognizing misinformation risks. - Applying verification techniques such as the SIFT method and lateral reading to cross-check information across multiple sources. - Locating and confirming the authenticity of citations and references using academic databases, DOI lookup tools, and citation verification methods. - Using advanced search strategies (Boolean operators, phrase searching, and filters) to refine and improve research results.
Earners of the Basic Photo Editing with Photoshop badge have demonstrated knowledge of the Photoshop workspace and tools used to perform basic photo retouching tasks such as cropping a photo, removing unwanted objects, adjusting lighting levels, and adding filters to an image. Estimated completion time: 1.5 - 2 hours.
Image editing refers to the use of software to digitally manipulate photographs and images, enhancing their quality, correcting defects, and creatively modifying their content and appearance.
Adobe Photoshop is a software program for graphic design, photo editing, and creating complex visual compositions using layered effects, manipulation tools, and color correction capabilities.
Earners of this badge have successfully passed both a traditional and interactive video course assessment with a score of 80% or higher from approximately 22 auto-graded questions, including: * Identifying key areas and tools in the Photoshop workspace. * Recognizing the different tools and techniques used for retouching an image. * Identifying the steps to apply a filter to an image. * Applying adjustment layers and layer blend modes. * Differentiating between destructive and non-destructive edits.
## Step 1: Enroll in the following Canvas Course: * [Basic Photo Editing with Photoshop](https://iu.instructure.com/enroll/C8Y9RE) ## Step 2: Complete all course activities, including the qualifying final assessments. * Detailed directions and all necessary resources are available in the course. * You must score at least 80% on both of the final assessments (traditional and interactive video) to earn this badge. ## Step 3: Log into My Badges to see this and all other badges you've earned: * [My Badges](https://iu.badgr.com/my-badges)
Earners of the DesignPLUS Basics Badge have demonstrated their understanding of DesignPLUS, an advanced editor for Canvas, by completing a series of interactive exercises and applying what they’ve learned to one of their own Canvas courses. Completion of the requirements will position badge earners to continue to learn about DesignPLUS on their own. This badge is one in a set of badges offered by UITS Learning Technologies in collaboration with university teaching centers to recognize instructors' learning and implementation of evidence-based, active learning strategies.
Using DesignPLUS judiciously to develop or enhance course content could help a course meet the following QM review standards: 5.2: Learning activities provide opportunities for interactions that support active learning; 6.2: Course tools promote learner engagement and active learning; 8.1: Course navigation facilitates ease of use. 8.2: The course design facilitates readability. 8.3: Text in the course is accessible. 8.4: Images in the course are accessible.
Earners of this badge have successfully: - Completed all of the exercises in Part 1 of [_From Drab to Fab: Making Your Course Pop with DesignPLUS_](https://expand.iu.edu/browse/learningtech/courses/from-drab-to-fab). - Applied two additional DesignPLUS style and formatting features, and two interactive content features on their own. - Used DesignPLUS to apply a consistent visual design and advanced formatting and interactive elements to one of their Canvas courses. - Verified that all course content is usable and accessible. - Met with a UITS instructional technology consultant to review their work, ask questions, and receive feedback.
## Step 1: Enroll in the following Canvas course: - [From Drab to Fab Enrollment: Making Your Course Pop with DesignPLUS](https://expand.iu.edu/browse/learningtech/courses/from-drab-to-fab) ## Step 2: Complete both course modules. ## Step 3: Apply what you’ve learned to your own course. ## Step 4: Complete the [course questionnaire](https://iu.co1.qualtrics.com/jfe/form/SV_diq7dK9gXJ46DEa). ## Step 5: Meet with an instructional technology consultant to review your course and discuss your experience. - A consultant will contact you to set up an appointment after you submit the course questionnaire in Step 4. ## Step 6: Log in to My Badges to see this and all other badges you've earned: * [My Badges](https://iu.badgr.com/my-badges )
Creating Composite Images with Photoshop
Earners of the Creating Composite Images with Photoshop badge have demonstrated knowledge of the process of combining two separate images into one composite image, as well as tools and techniques used in the process of creating composite images. Estimated completion time: 1 - 1.5 hours.
Earners of this badge have successfully passed both a traditional and interactive video course assessment with a score of 80% or higher from approximately 22 auto-graded questions, including: - Recognizing tools and techniques used in creating composite images - Identifying the steps involved in creating composite images - Applying filters and adjustment layers - Saving a document for both print and web use
# Step 1: Enroll in the following Canvas course: - Creating Composite Images with Photoshop: https://iu.instructure.com/enroll/G78H8T # Step 2: Complete all course activities, including the qualifying final assessments. - Detailed directions and all necessary resources are available in the course. - You must score at least 80% on both of the final assessments (traditional and interactive video) to earn this badge. # Step 3: Log into My Badges to see this and all other badges you’ve earned: - My Badges: https://iu.badgr.com/my-badges
Earners of the Writing with GenAI digital badge have demonstrated knowledge of how to thoughtfully integrate GenAI tools into each stage of the writing process. This badge signifies an understanding of how to use GenAI to support idea generation, drafting, revision, and editing while maintaining authorial voice, rhetorical purpose, and integrity. Earners have shown they can distinguish between writing as a process and a product, and can make ethical, intentional choices when collaborating with GenAI as a thinking partner.
Writing is the skill of expressing ideas, thoughts, and information clearly and coherently in written form, using proper grammar for different communication purposes.
Academic writing refers to the ability to convey intricate concepts in a clear and coherent manner, adhering to specific formatting rules for scholarly communication and publication within academic environments.
Content writing refers to the production of written content for online channels, with the goals of attracting and informing viewers, and potentially improving search engine rankings.
Content editing involves improving written work to make it clearer, more readable, and consistent, ensuring the message is effectively communicated and adheres to style guidelines.
**Earned a score of at least 80% on a knowledge check quiz assessing key concepts from the Writing with GenAI module**, including the following: - Explaining the difference between writing as a process and a product, and recognizing the ongoing role of human authorship. - Identifying how GenAI can be used to support (but not replace) thinking and decision-making across different stages of writing. - Applying principles of rhetorical awareness—such as audience, purpose, and context—when using or prompting GenAI. - Using GenAI to improve the clarity, fluency, and structure of written work while preserving personal voice and intent. - Reflecting on ethical considerations related to GenAI use, including transparency, ownership, and responsible collaboration.
Academic Research Foundations with GenAI
Earners of the Academic Research Foundations with GenAI digital badge have demonstrated knowledge of how GenAI tools can support foundational research skills such as topic development, search strategy, source evaluation, and synthesis. This badge signifies a learner’s ability to thoughtfully use GenAI to assist in identifying scholarly sources, organizing research materials, and critically engaging with academic content. Earners understand both the possibilities and limitations of GenAI in the research process and apply information literacy principles to guide their use.
Academic research entails systematic exploration in academic disciplines to establish facts, formulate new hypotheses, and add to the existing body of knowledge.
Academic Libraries are educational institutions that offer scholarly materials, study areas, and research assistance to college and university students, faculty, and staff.
Library research entails conducting organized exploration of a library's resources to locate information, efficiently utilize sources, and collect data for various objectives.
Research consists of methodical examination and analysis of data or resources to uncover factual information and draw new conclusions through critical evaluation.
**Earned a score of at least 80% on a knowledge check quiz assessing key concepts from the Academic Research Foundations with GenAI module**, including the following: - Using GenAI to narrow broad topics and develop specific research questions. - Generating and refining effective search terms and keywords for scholarly databases. - Evaluating and comparing sources using information literacy methods, including the SIFT framework. - Organizing and synthesizing research using GenAI tools.. - Understanding the limitations of GenAI tools, including access restrictions, citation accuracy, and privacy risks. - Identifying how GenAI tools are evolving in academic contexts, including their integration into research platforms and emerging features like RAG models.
Foundations of Pedagogical Wellness badge image
This badge shows that the individual has completed the basic training around pedagogical wellness. By participating in the first semester of Pedagogical Wellness FLC, they are able to define pedagogical wellness, explain how wellness impacts teaching and learning, and apply strategies in higher education context that align with pedagogical wellness.
To earn this badge, the individual must complete the first semester of Pedagogical Wellness FLC. They must have either attended all three meetings throughout the semester or have watched the recordings of the meetings, and completed the three modular assignments. These modules cover topics of faculty/staff wellness, student wellness, and pedagogical wellness practices. As a part of the modules, they are expected to identify pedagogical wellness strategies they wish to implement and create a SMART action plan to implement in the following semesters. Demonstrated skills: - Define pedagogical wellness - Explain how wellness impacts teaching and learning - Apply pedagogical wellness strategies
Promoting Pedagogical Wellness badge image
This badge shows that the individual has taken action to implement, reflect, and iterate Pedagogical Wellness Practices. By participating in the second semester of Pedagogical Wellness FLC, they are able to identify obstacles in implementing Pedagogical Wellness Strategies, workshop in a community how to navigate challenges, and reflect on additional evidence-based pedagogical strategies to promote student and faculty wellness.
To earn this badge, the individual must complete the second semester of Pedagogical Wellness FLC. They must have either attended all three meetings throughout the semester or have watched the recordings of the meetings, and completed the three modular assignments. These modules cover topics of navigating challenges in the classroom, specific campus resources for student and faculty support, and structured course design for student success. They must also take part in the FLC showcase in April, where they present their understanding of pedagogical wellness, define the objective of their pedagogical wellness strategies, identify pedagogical wellness strategies used, and present a preliminary assessment of the implemented strategies. Demonstrated skills: - Application of pedagogical wellness strategies - Reflection of pedagogical wellness strategy implementation - Assessment of the impact of pedagogical wellness strategies
Faculty for Pedagogical Wellness badge image
This badge indicates the individual has completed all Pedagogical Wellness FLC programming. It signals a commitment to pedagogical wellness—an approach that integrates evidence-based teaching and wellness practices in higher education environments.
To earn this badge, the individual must earn both the Foundations of Pedagogical Wellness and Promoting Pedagogical Wellness badges. Demonstrated skills: - Define pedagogical wellness - Explain the impact of wellness on teaching and learning - Apply of pedagogical wellness strategies - Reflect on pedagogical wellness strategy implementation - Assess of the impact of pedagogical wellness strategies
In summer 2025, we invited faculty to participate in a GenAI Pilot Program, testing various GenAI platforms. The faculty were asked to complete a series of challenges using multiple GenAI platforms to not only improve their own GenAI skills but to also provide feedback on which platforms performed the best and why. Challenges ranged in focus across teaching, research/creative activity, and service.
Earners completed 10-19 GenAI Challenges.